Abstract:
The rapid integration of Artificial Intelligence (AI) in global education has generated considerable
interest in its potential to transform learning experiences through personalised pathways
and skills forecasting; however, there is a lack of research investigating how students in Sri
Lankan state universities perceive AI integration, particularly in resource-constrained contexts.
This qualitative study examined undergraduate students’ perceptions, experiences, and expectations
regarding AI tools, particularly ChatGPT, Grammarly, and Quillbot, with a focus on personalised
learning and skills relevant to future careers. Data were collected via semi-structured
Zoom interviews with 20 purposely selected students from three state universities, guided by
the Technology Acceptance Model and Self-Regulated Learning Theory. The data were transcribed,
anonymised, and evaluated thematically using Lichtman’s 3C framework. Research
indicated predominantly positive perceptions of AI as a mechanism for switching from passive,
lecture-based instruction to interactive, personalised learning, with features like automated
feedback and intelligent guidance appreciated for their potential to tailor material to individual
needs. Students had a marked preference for AI tools, which significantly enhanced comprehension
of lecture content, aided in literature searches, and provided information for projects;
nevertheless, their effect on the completion of writing tasks was relatively limited. Infrastructure
constraints have been discovered to be persistent challenges to the effective use of AI,
especially at universities situated in rural regions where access to technology, internet connection,
and technical help is often restricted. Participants showed significant interest in AI-driven
skills forecasting to enhance the alignment of academic education with job requirements, while
underscoring the need for culturally contextualised, student-centred AI solutions specifically
designed for the Sri Lankan context. The study emphasises the necessity of integrating AIenabled
technologies into curricula, along with faculty training and strong ethical governance
frameworks that guarantee transparency, in addition to policy initiatives aimed at enhancing
digital infrastructure in underdeveloped regions and advocating localised AI solutions to promote
inclusive and equitable education..
